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Dissertations / Theses on the topic 'Reading (Secondary)'

Author: Grafiati

Published: 4 June 2021

Last updated: 30 July 2024

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1

Naughton, Rosemary. "Multiple readings in multiple choice reading tests: A study of year 11 students' reading practices of a multiple choice reading test." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1996. https://ro.ecu.edu.au/theses/965.

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This study examines students’ responses to the questions in a multiple choice reading test. An analysis of the processes students used to negotiate meaning revealed the roles played by cognitive strategies and cultural framing in shaping students' responses to multiple choice questions. A descriptive/analytical study methodology was conducted with a group of forty eight Year II students in the final term of the school year. These students represented four mixed sex ability groupings and a range of socio-economic backgrounds. Think-Out-Loud protocols were used in an interview situation. Student

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2

黃珮詩 and Pui-sze Catherine Wong. "Hong Kong secondary three students' reading comprehensionprocess." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31963274.

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3

Lau, M. H. "An investigation and comparison of the use of learner strategies : a case study of two secondary six students with different exposure to extensive reading in English /." Hong Kong : University of Hong Kong, 2000. http://sunzi.lib.hku.hk/hkuto/record.jsp?B22142265.

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4

Frost, Linda Lucille. "A Multiple-Case Study of Secondary Reading Specialists." Diss., CLICK HERE for online access, 2007. http://contentdm.lib.byu.edu/ETD/image/etd1783.pdf.

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5

Siegel, Donna Farrell. "Identification and validation of process factors related to the reading achievement of high school seniors a follow-up study /." Access abstract and link to full text, 1987. http://0-wwwlib.umi.com.library.utulsa.edu/dissertations/fullcit/8802968.

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6

Shively, Rebekah R. "Perceptions of Secondary Intensive Reading Teachers RegardingThe Implementation of Florida's Reading Policy." UNF Digital Commons, 2013. http://digitalcommons.unf.edu/etd/376.

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This research was designed to explore the perceptions of secondary reading teachers regarding their experiences while they implemented Florida’s secondary intensive reading policy. The purpose of this research was to obtain feedback on the policy implementation process for continuous improvement in future policy implementation. This research was qualitatively designed and conducted with three focus groups consisting of secondary intensive reading teachers from three Florida counties respectively, Duval, Nassau, and St. Johns. The bounding theoretical and conceptual frames of this study were fo

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7

Morisoli, Kelly. "Effects of Repeated Reading on Reading Fluency of Diverse Secondary-Level Learners." Diss., The University of Arizona, 2010. http://hdl.handle.net/10150/145364.

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This researcher investigated the effects of repeated reading, performance feedback, and systematic error correction on the reading fluency of three secondary English language learners (ELLs) with a specific learning disability (SLD) in reading. A multiple baseline reversal design across subjects was used to explore the effects of repeated reading on two dependent variables: reading fluency (words read correctly per minute; wpm) and number of errors per minute (epm). Data were collected and analyzed during baseline, intervention, and maintenance probes.Throughout the baseline phase participants

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8

Williamson, Amy M. Conaway Betty J. "An examination of the relationship of Accelerated Reader implementation, secondary reading programs, and TAKS reading pass rates for ninth grade students in selected Central Texas school districts." Waco, Tex. : Baylor University, 2008. http://hdl.handle.net/2104/5152.

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Wong, Lai-see. "A study of extensive reading in secondary 1 English classes." [Hong Kong : University of Hong Kong], 1993. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13570444.

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10

Barr, Amy. "A descriptive study of reading strategies for secondary education in Minnesota public schools." Menomonie, WI : University of Wisconsin--Stout, 2006. http://www.uwstout.edu/lib/thesis/2006/2006barra.pdf.

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11

Chan, Lik-hang, and 陳力行. "Effectiveness of using reading assessment to enhance the grade 8 students' reading ability." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B50175312.

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本研究目的在於應用促進學習的評估理念，設計一套以評估提升香港中學二年級學生基本和高層次閱讀能力的實驗教學課程，以了解利用評估提升學生閱讀能力的成效。研究利用前測及後測考卷，對比學生在接受實驗教學前後的閱讀能力水平，結果發現利用評估有助提升學生的閱讀能力，特別是「理解篇章深層意義」和「建構個人新知識及看法」的能力。而利用評估提升學習成效，又以低程度閱讀能力的學生得益最大，對於「理解基本／表層文意」、「理解篇章深層意義」和「建構個人新知識及看法」三個能力層次均有顯著提升。研究結果顯示利用評估有助提升學生的閱讀能力，但亦須注意評估與教學內容的配合，特別是結合篇章理解策略教學，才可進一步發揮遷移及持久作用，達到促進學習的效果。 This study investigated the effectiveness of using reading assessment to enhance the Grade 8 students’ basic and higher-order reading ability. A group of 39 grade 8 students were assigned to learn an experimental reading instruction programme which is based on the theories of asses

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12

Cuevas, Joshua A. "Applied Cognition in Reading: An Analysis of Reading Comprehension in Secondary School Students." Digital Archive @ GSU, 2010. http://digitalarchive.gsu.edu/epse_diss/70.

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This research sought to add to a body of knowledge that is severely underrepresented in the scientific literature, reading comprehension in secondary students. Chapter 1 examines the current state of literacy in the nation’s public schools and the consequences that arise if students leave high school with inadequate reading skills. It discusses the neurological processes involved with reading and posits that independent silent reading (ISR) combined with scaffolding techniques may prove to be an effective method for addressing reading comprehension. The review also analyzes the components beli

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13

Sa-Correia, Maria Jose Cardoso Monteiro. "A critical approach to EFL reading : reading for change in Portuguese secondary schools." Thesis, University College London (University of London), 1993. http://discovery.ucl.ac.uk/10020198/.

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14

Allman, Ruth. "Secondary teachers' perspectives on adolescent content area reading." Thesis, University of British Columbia, 2006. http://hdl.handle.net/2429/31196.

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This cross-sectional survey study was designed to investigate secondary teachers' beliefs, attitudes and reported practices related to content area reading and strategy instruction. The survey was conducted with 119 teacher leaders in eighteen secondary schools in a large multicultural school district in Western Canada during the spring of 2004. Respondents were selected because of their subject area expertise and leadership role in the field. Key findings were that respondents: (a) identified struggling readers in their classes as predominately male and typically in grades 8-10; (b) indicated

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15

Moumakwa, Tshiamiso Violet. "Vocabulary and reading in Botswana senior secondary schools." Thesis, University of Reading, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.250649.

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REIS, HENRIQUE CLAUDIO DOS. "SECONDARY EDUCATION ESSAYS: A FUNCTIONAL READING OF ENUNCIATION." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2011. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=20632@1.

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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO<br>A presente dissertação tem por objetivo defender que a redação do aluno do Ensino Médio (EM) da escola pública merece uma outra leitura que não a costumeiramente feita, escorada na gramática normativa. Inclui entendimento da parte do professor de que esta redação é expressão de um indivíduo que está em processo evidente, através da linguagem (Bakhtin, 1979), de formação da consciência de que pode ser sujeito cidadão de seu destino. Essa leitura pode ser feita por viés múltiplo então, e este trabalho mostra alguns deles, como a questão da ar

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17

Meadows, Nancy Wilson. "The effects of individual, teacher-directed and cooperative learning instructional methods on the comprehension of expository text /." Thesis, Connect to this title online; UW restricted, 1988. http://hdl.handle.net/1773/7757.

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18

Chau, Kit Yee Kinna. "The reading strategies used by Hong Kong CMI senior form students and a reading package to develop reading strategies." HKBU Institutional Repository, 2000. http://repository.hkbu.edu.hk/etd_ra/343.

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19

Leung, Y. F. "Developing the culture of reading a case study of the implementation of reading activities in an EMI secondary school in Hong Kong /." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B31683903.

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20

Seagrave, Lindy J. "Implementation of the PLAN Reading Strategy In a Secondary Science Classroom." Defiance College / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=def1281638823.

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21

Kendall, Alexandra Clair. "Reading fictions : reading reader identities in Black Country further education communities." Thesis, University of Birmingham, 2005. http://etheses.bham.ac.uk//id/eprint/3840/.

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This thesis ‘opens up’ an exploration of the relationship between identity and achievement in reading, taking as its focus a case study of 16 – 19 year olds studying at Black Country further education colleges. As a group Black Country young people are often characterised through quantitative measurement, league tables and inspection reports, as underachieving in ‘schooled’ literacy. Drawing on a range of theoretical perspectives from Bourdieu, Bernstein and Foucault this project seeks to explore, problematize and challenge these representations offering a more dynamic account of young people’

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22

Leer, Rachel Elizabeth. "An Examination of Reading Assignments in the Secondary Classroom." TopSCHOLAR®, 2010. http://digitalcommons.wku.edu/theses/207.

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The purpose of this research study is to examine reading assignments given in the secondary classroom of a rural secondary school. The intention is to analyze student readiness to handle complex text found in post-secondary education and/or the workforce, based on current reading trends within the school. The research questions guiding this study focus on the average amount of reading students are expected to complete in a week, what strategic support is being provided to students to enhance comprehension of text, the methodology behind how teachers select both reading assignments and reading

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23

Westbrook, Jo. "Narrative Reading Processes and Pedagogies in the Secondary School." Thesis, University of Sussex, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.506958.

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24

Feldman, Donna B. "Writing Instruction and Standardized Reading Scores Among Secondary Students." Cleveland State University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=csu1259184678.

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25

Dudley, Anne Minot. "Effects Of Two Fluency Methods On The Reading Performance Of Secondary Students." Diss., Tucson, Arizona : University of Arizona, 2005. http://etd.library.arizona.edu/etd/GetFileServlet?file=file:///data1/pdf/etd/azu%5Fetd%5F1286%5F1%5Fm.pdf&type=application/pdf.

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26

Du, Toit C. M. "Transition, text and turbulence : factors influencing children's voluntary reading in their progress from primary to secondary school." Pretoria : [s.n.], 2004. http://upetd.up.ac.za/thesis/available/etd-03162005-104322.

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27

Matakane, Euphimia Nobuzwe. "An exploration of strategies to enhance grade 8 learners' reading comprehension skills." Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1004330.

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This thesis reports on an Action Research case study into the teaching of comprehension strategies to Grade 8 learners in a rural high school in the Eastern Cape, South Africa. The learners in this study, who were studying English as an additional language, experienced difficulties in comprehending English text. A series of six lessons were designed to teach comprehension strategies to improve the learners' performance in reading comprehension. The purpose of the intervention was to equip the learners with skills that would enable them to improve their reading comprehension and evaluate their

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28

Guy, Laurie Ann. "Strategies to increase the critical reading skills of secondary students." CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1684.

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This paper will examine what research has revealed about reading and learning in the areas of word recognition, scaffolding to develop understanding, metacognition and application of new knowledge in real world situations. The study then will go on to link what is known about learning to strategies that have already been developed by secondary teachers to increase critical reading skills.

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29

Vladut, Andreea. "Swedish upper secondary pupils' reading habits and reading comprehension in English in the digital age." Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-62673.

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The aim of this study is to investigate if the levels of attainment in national reading comprehension tests in English reflect the types of reading texts which pupils encounter inside and outside the classroom. A further aim is to find out if there is a gender distinction between boys’ and girls’ levels of reading comprehension which can be related to existing reading habits. A questionnaire was completed by upper secondary school pupils of Englishin order to investigate the threeresearch questions. The questionnaire involved 10 questions about the pupils’ reading habits. Furthermore, two read

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Warsop, Alexandra. ""Why has she stopped reading?" : the case for supporting reading for pleasure in secondary schools." Thesis, University of East Anglia, 2014. https://ueaeprints.uea.ac.uk/53427/.

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The aim of this study was to investigate why some children, who engage in reading for pleasure at primary school, stop reading once they have transitioned to secondary school. The study followed eight students from their last term of Year 6 primary education (10 to 11 year-olds) through to the end of their first term of Year 8 secondary education (12 to 13 year-olds). In this ethnographic interpretivist study I used a variety of methods including: observation, questionnaires and group conversations to discover the reasons why some students engage in less reading for pleasure once they begin th

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Spencer, Tina Rae. "A Study of the Effect of Actively Learn on Secondary Reading Engagement, Reading Comprehension, and Vocabulary." Thesis, Lindenwood University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10934579.

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<p> The purpose of this study was to determine if the use of the reading platform Actively Learn affected the reading engagement, reading comprehension, and vocabulary achievement of secondary students. The area of secondary reading achievement has seen no significant improvement over the past four decades (National Center for Educational Statistics, 2017). The research questions were designed to use quantitative pre-test and post-test data from the Metacognitive Awareness of Reading Strategies Inventory (MARSI) and the Standardized Test for the Assessment of Reading (STAR) to determine if the

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Wong, Lai-see, and 黃麗絲. "A study of extensive reading in secondary 1 English classes." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31956919.

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33

Chung, Ka-yan. "An investigation into the effectiveness of guessing the meaning of unfamiliar words in enhancing reading comprehension among secondary four students in a Hong Kong secondary school." Click to view the E-thesis via HKUTO, 2008. http://sunzi.lib.hku.hk/hkuto/record/B4126213X.

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Hickerson, Benny L. (Benny Louise). "Critical Thinking, Reading, and Writing: Developing a Schema for Expository Text Through Direct Instruction in Analysis of Text Structure." Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc331510/.

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The purpose of this study was to determine the effectiveness of a direct instruction model as a means of enhancing secondary students' schema for expository text. Subjects were seventh- and tenth-grade students in regular reading and English classes in an suburban school district. Students were pre- and posttested on four measures: attitude toward expository text, independent reading comprehension and recall from expository text, organization of information from expository text in notetaking, and expository writing. A nested analysis of covariance procedure was used for data analysis to accoun

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Brewer, Robert Lee. "The effect on comprehension of teaching selected vocabulary prior to reading an eleventh grade social studies passage." Virtual Press, 1985. http://liblink.bsu.edu/uhtbin/catkey/435170.

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This study was conducted to determine the affect on comprehension of teaching selected key vocabulary words prior to reading an eleventh grade social studies passage. Four hypotheses were stated and the .05 level of confidence was used as the criterion for acceptance or rejection.Data for the study were collected from 143 students in six eleventh grade social studies classes. All students in the study were asked to read the same social studies passage. Students in the treatment group were given vocabulary instruction; students in the control group were given no vocabulary instruction. Upon com

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36

DeLaney, Carol Hinchman Kathleen. "Literacy at Quincy High a case study of one high school's focus on literacy /." Related electronic resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2004. http://wwwlib.umi.com/cr/syr/main.

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37

Leung, Hei-man Heman. "Newspaper reading habits of secondary school students in Hong Kong." Click to view the E-thesis via HKUTO, 2003. http://sunzi.lib.hku.hk/hkuto/record/B43895165.

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38

Burnett, Patricia Jane. "Reading and teaching prose texts in senior secondary English classes." Thesis, University of Canterbury. School of Educational Studies and Human Development, 1999. http://hdl.handle.net/10092/1764.

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This study considers three different aspects of the teaching of prose texts in New Zealand's senior secondary English classes. Firstly, the study reports the findings of a survey of the prose texts currently being used in Years 11, 12 and 13 and the processes of texts selection at 47 area and secondary schools. Secondly, I address the issues of curriculum change and the inclusiveness of the English curriculum, focusing particularly on those issues pertaining to gender and culture. The third focus of this thesis examines some theories of literacy and the methods teachers are utilising to teach

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Leung, Hei-man Heman, and 梁羲文. "Newspaper reading habits of secondary school students in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B43895165.

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Poswa, Mandisa. "History reading comprehension in black secondary schools : a Ciskei study." Thesis, Rhodes University, 1993. http://hdl.handle.net/10962/d1003437.

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This thesis examines briefly the problems of learning and understanding history when the subject is taught through the medium of a second language. It assesses the difficulty levels (for first language speakers) of the history textbooks commonly used in Ciskei secondary schools and considers the implications of these levels for second language speakers. It assesses the ability of 400 pupils in standard 8 and standard 10 to comprehend an English text which is deliberately written at a lower level of difficulty than that of the current secondary school texts. Comparisons are made of the comprehe

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Erler, Lynn. "Reading in a foreign language : near-beginner adolescents' experiences of reading French in English secondary schools." Thesis, University of Oxford, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.270629.

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Haji, Bolhassan Rahmawati. "Reading across the curriculum in a bilingual context : reading strategy use in three upper secondary schools in Brunei." Thesis, University of Southampton, 2012. https://eprints.soton.ac.uk/367019/.

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The students in the Brunei mainstream education system eventually learn most subjects in English, which is not the first language for most of them. Reading in English is valued as it provides access to knowledge across the curriculum for the majority of students in Brunei as elsewhere too. Reading both for comprehension and learning are two areas of interest in this study. This thesis looks at the strategy use of (upper) secondary students of different abilities from three schools in Brunei when reading their academic materials in English. It aims to compare reading strategies the students use

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Sjölander, Max. "Digital EFL reading versus traditional EFL reading in upper secondary school. : A study of reading comprehension in digital and print text." Thesis, Högskolan i Gävle, Avdelningen för humaniora, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-35943.

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This study tested differences in reading comprehension between printed text and digital platforms. Two groups of upper secondary EFL students took eight tests, aiming to test their reading comprehension. The students took four tests in which they read traditionally and four in which they read digitally. The results of those tests were then compared using the percentage of correct answers, mean scores, and a t-test. The results showed slightly, but statistically insignificant higher scores in favor of the traditional test-takers. One test showed a statistically significant difference in favor o

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Leung, Y. F., and 梁玉芬. "Developing the culture of reading: a case study of the implementation of reading activities in an EMI secondaryschool in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B31683903.

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Ming, Wing-chuen, and 明永泉. "Effectiveness of teaching expository text structure reading strategy in developing F.6 students' reading comprehensionability." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B48368556.

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本研究旨在探討教授學生說明文結構閱讀策略，能否提升預科學生閱讀理解的能力。參與本研究共26名中六文科女學生。本研究採用前實驗設計的單組前測----後測設計，學生在前測和後測之間接受「說明文結構閱讀策略」教學，教學內容包括認識六種說明文結構模式、各種結構模式的標示語及結構圖。本研究對學生進行兩次訪談，了解學生在進行閱讀評估時所運用的策略及遇到的問題，並了解學生對運用說明文結構閱讀策略的看法。研究結果顯示：教授學生說明文結構閱讀策略，能提升預科學生閱讀理解的能力。學生學習「說明文結構閱讀策略」，對提升「概括文意」的閱讀理解的能力成效最為顯著，對提升「根據文意理解詞義」的閱讀能力亦有顯著成效，對提升「擷取重要信息」及「綜合資料分析推斷」的閱讀能力的成效則未見顯著。就提升不同閱讀能力程度的學生的閱讀理解能力方面，教授「說明文結構閱讀策略」對中等程度和程度較低的學生的成效顯著。另從訪談得知，學生普遍覺得高考中國語文及文化科閱讀理解試卷十分困難。跨篇章設問的考核形式，亦會增加試題的難度。學生大都認為學習「說明文結構閱讀策略」，對閱讀說明文有很大幫助。根據本研究的發現，研究者提出一些教學建議：(1)學習材料宜由淺入深，讓學生更容易掌握各種說明文結構模式；(2)每一次只宜教授一種結構模式，以免學生感到混亂；(3)指導學生學習時，可以運用不同的教學策略，如讀寫結合。 This r

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Davis, Hope Smith. "Student and Teacher Conceptualizations of Reading: A Metaphor Analysis Study of Scripted Reading Interventions in Secondary Classrooms." Cincinnati, Ohio : University of Cincinnati, 2009. http://rave.ohiolink.edu/etdc/view.cgi?acc_num=ucin1240938743.

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Thesis (Dr. of Education)--University of Cincinnati, 2009.<br>Advisor: Eric J. Paulson. Title from electronic thesis title page (viewed July 23, 2006). Includes abstract. Keywords: scripted reading; metaphor analysis; corrective reading; rewards plus; secondary; reading intervention; reading conceptualizations; reading; high school; middle school; qualitative research; ethnography. Includes bibliographical references.

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Lee, Mee-To May, and 李美桃. "A comparative study of reading strategies used by Hong Kong teachers and those implicit in the reading tasks they plan for students." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B31245626.

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Hedman, Marika. "Reading in English in Swedish Classrooms : A study of Swedish upper secondary students’ reading habits and their attitudes towards reading in English." Thesis, Högskolan Dalarna, Engelska, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:du-30095.

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This thesis is a study concerning Swedish students’ usage of reading strategies, attitudes towards reading and their reading habits when reading in English as a Foreign Language (EFL). This thesis also examines what motivates students to read in Swedish EFL-classrooms. To be able to answer the research questions in this thesis, a survey was handed out to 32 students in order to provide an authentic picture of these students’ perspectives. The theoretical background in this thesis concerns motivation, or more specifically intrinsic motivation, which is described and defined through Deci and Rya

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Tong, Sui-leung Thomas. "Reading strategies used by S6 students in Hong Kong." Click to view the E-thesis via HKUTO, 2003. http://sunzi.lib.hku.hk/hkuto/record/B31953852.

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Mayer, Jill A. "An analysis of at-risk rural Wisconsin high school student deficient reading skills and the potential of students to drop out of high school." Online version, 2009. http://www.uwstout.edu/lib/thesis/2009/2009mayerj.pdf.

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